-Some teachers feel as though they do not know how to differentiate
-UDL is trying to have every student learning through customized experiences that differentiate from the original lesson.
-Every student needs a challenge
-Every student needs support.
-Sometimes students need options for different ways to display that they have learned the material.
-This method should cater to the child’s learning style, and give the student options for what method to use.
2 Important Questions
1. “Which methods of teaching are most compatible with the ways that each brain network actually functions?
2. What kinds of flexibility must instructional materials have to make individualization work?
-UDL should give a good outline for teachers to follow to be able to differentiate in the classroom
Section 2:
Using UDL to Individualize Teaching Methods
-Ideas and theories of how to teach are constantly changing.
-Through studies of the brain however, there is proof that students do not have one way of learning, or one kind of intelligence.
-UDL focuses on how to accommodate all these different types of intelligences within meeting curriculum goals.
-Teachers can use different teaching strategies for the different learning styles and intelligences as they learn what those differences are in their students.
|| - Figure 6.1 -
Network-Appropriate Teaching Methods ||
To support diverse recognition networks:
Provide multiple examples
Highlight critical features
Provide multiple media and formats
Support background context.
To support diverse strategic networks:
Provide flexible models of skilled performance
Provide opportunities to practice
Provide ongoing, relevant feedback
Offer flexible opportunities for demonstrating skill.
To support diverse affective networks:
Offer choices of content and tools
Offer adjustable levels of challenge
Offer choices of rewards
Offer choices of learning context.
Section 3: (Brianna)
We need to teach each child as an individual, which can be difficult when using various tools and technology. Each and every child learns differently and a teacher needs to be able to see the barriers that could prevent the children from learning from the regular curriculum. Teachers can put up barriers between children and learning by using the "one size fits all" technique. They need to be able to use graphics, music, and videos in their classrooms in an attempt to reach all children. Here is a link which describes ways to find barriers between children and learning: http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm
Regular classrooms use tools like pen and paper tests, and textbooks instead of branching out to other types of instruction. The book gives these examples as alternative media to use in the classroom:
Multimedia composition tools such as HyperStudio, Kid Pix, and PowerPoint.
Web-capable electronic graphic organizers (see Figure 6.2) such as Inspiration and Kidspiration.
Programs that support the translation of content from one medium to another (e.g., text-to-speech and text-to-image) such as CAST eReader, Pix Reader, Pix Writer, and Intellitalk II.
Below is a picture of an example of a web organizer
Screen shot of Inspiration.
A few other examples are:
Songs, here is an example of a song to learn the Greek alphabet:
.
wiki sites
class websites
YouTube videos
Teachers need to incorperate many different types of media in the classroom. That way all students can learn in ways that make sense to them.
Section 4: (Alaina)
Four teaching methods for designing instruction to support recognition learning:
1. Provide multiple examples- Students can use their scaffolding techniques to determine patterns and structures. If you state what is part of a group and what is not, then students can come up with a rule based on seeing critical features that define something. This is part of the bottom-up thinking process which can be very effective for problem solving. Also, a variety of sources and technology can be used to provide multiple examples which is useful because each student learns in a different way. Including visual, auditory, or even tactile examples of a concept can facilitate learning.
2. Highlight critical features- Teachers should point out key differences and emphasize unique things about a concept. For example, similar formulas in math may have differences that seem minute. Educators should highlight the changes so it's easier for students to distinguish amongst them. In giving lectures, it is also helpful to point out critical features by changing pitch, tone, pauses, gesturing, or facial expression. These concepts can also be applied to written notes by changing font size, italicizing, or highlighting words.
3. Provide multiple media and formats- Technology and other sources should be used to the maximum extent possible. This means presenting information in an array of formats where all students will benefit. Applying Howard Gardner's theory of multiple intelligences is important because it proves that everyone learns in different manners. Representing information in a variety of ways, especially through the use of technology is one of the most widely researched topics in UDL and constitutes much of the curriculum.
4. Supports background knowledge- This is where the top-down recognition process is involved. Teachers help students build on their prior knowledge by relating new information to topics they already know about. Educators can also facilitate this process by jogging the memory of students using online activities and digital aids. For example, a teacher could post links and Power points on previous information just so students can use it as a reference.
Section 5: (Curtis)
Because students have different cognitive approaches to learning, it is important for educators to address each student’s way of learning. Tips for this include:
Provide flexible models of skilled performance: Show student’s different ways of approaching the same problem using different Medias. With this a student can see the similarities and differences in the approaches allowing them to internalize the key points of a lesson.
Provide opportunities to practice with supports: While teaching a complex idea (like writing a paper) focus on the building blocks of that Idea (like spelling, paragraph and sentence structure, and staying on topic)
Provide Multiple Media and Formats: In order to help students learn effectively, make sure that they are consistently getting feedback, both positive and negative, show them what they’re doing right and on what they might need to improve on. Use things such as text-to-speech so the student can hear their own work. Instead of constant re-reading. Let them hear and see their work from other view points. Peer reviewing works well too.
Offer Flexible opportunities for demonstrating a skill: Let students display the skills they’ve learned either through presentations, applications in the “real world”, peer review, and multi-media. Examples: A pianist has a recital, Major League Baseball has the home-run derby.
An example given is Ms. Chen’s classroom and how she manages her students:
She gives the students a set goal before class.
Provides them with examples of the same goals in their final form.
She allows her students to explore the examples in multimedia; audio, video, and print
She allots for class discussion, and provides many opportunities for students to internalize and re-approach the building blocks from different perspectives to successfully reach their goals.
Section 6: (Leah)
Motivation is an important part of teaching. Teachers need to know their students. They need to know how each student learns because all students learn differently. Motivation allows children to get interested in school. Students can love to learn if we teach them in a way that motivates them. There are four different methods that can be used to accomplish this goal.
Teaching Method 1: Offer Choices of Content and Tools
Students like to have choices and digital media is a great way to offer a variety of choices to all students.
This is a site that allows students to tour the pyramids. http://www.pbs.org/wgbh/nova/pyramid/
Teaching Method 2: Provide adjustable levels of challenge
Students learn at different paces. There are students who may need extra help. There are students who need more of a challenge. Digital media can help teachers cater to the indiviual needs of the students.
This website offers different math problems and games with five different skill levels. Students can learn how to set realistic goals by practicing with different skill levels. http://%20www.worldvillage.com/wv/school/html/reviews/mathadv.htm
Teaching Method 3: Offer a choice of awards
Providing external rewards and punishments is another way of motivating students to learn.
Examples:
stickers
money
increased or decreased priveleges like recess or field trips
According to Universal Design for Learning, there are two main problems with this teaching method.
1. Students have different ideas about what is or is not a reward. Fear of punishment may motivate some children but will not motivate all children.
2. According to research, external rewards may be inappropriate and ineffective over a long period of time.
Teaching Method 4: Offer Choices of Learning Context
Factors in the classroom or home, such as noise and activity, can affect students in different ways. Some students may work well with noise while others need a quiet area to do an assignment or study.
Another example would be a student who can create a story without any guidance and another student who needs help with a topic or an idea to create a story.
By offering different options, teachers can allow students to reach their highest potential.
Example:
The Great Math Adventure is a tool that allows students to choose different learning contexts. There is an optional interactive helper that allows students to either figure things out on their own or structure their learning experience externally.
Section 7: (Breanna Renfro) -
Glimpsing the Future: Curricula with Built-In Flexibility
Researchers at CAST have been designing a new type of curriculum design that, they believe, will be the future of teaching. This curriculum incorporates technology that will not only individualize lessons for every student, but also give students and teachers flexibility in learning.
"Engaging the Text Project," the goal of this reject is to develop readers who are strategic, engaged, and self aware as learners.
"Thinking Reading," a research prototype, in the project, of a supported learning environment that can be customized for different learners
Embeds strategy instruction into digital versions of award-winning children's literature.
Scaffolding for all three networks
Recognition: Text-to-speech & Vocabulary
Strategy: Establish purpose (Predicting, Questioning. Clarifying, summarizing, visualizing, and making personal connections).
Affective: Age appropriate & challenging levels.
Research shows improvement on standardized reading tests for students who have been using the prototypes.
Screen shot of Thinking Reader.
Section 8:
The Value of UDL in Instructional Design
As Teachers we can provide the best support by individualizing pathways to learning.
Flexible methods & materials make this possible.
As long as learning goals are carefully specified, we can provide this flexibility while still preserving the points of resistance necessary to learning.
Section 1: (Angelina)
Introduction
-Some teachers feel as though they do not know how to differentiate
-UDL is trying to have every student learning through customized experiences that differentiate from the original lesson.
-Every student needs a challenge
-Every student needs support.
-Sometimes students need options for different ways to display that they have learned the material.
-This method should cater to the child’s learning style, and give the student options for what method to use.
2 Important Questions
1. “Which methods of teaching are most compatible with the ways that each brain network actually functions?
2. What kinds of flexibility must instructional materials have to make individualization work?
-UDL should give a good outline for teachers to follow to be able to differentiate in the classroom
Section 2:
Using UDL to Individualize Teaching Methods
-Ideas and theories of how to teach are constantly changing.
-Through studies of the brain however, there is proof that students do not have one way of learning, or one kind of intelligence.
-UDL focuses on how to accommodate all these different types of intelligences within meeting curriculum goals.
-Teachers can use different teaching strategies for the different learning styles and intelligences as they learn what those differences are in their students.
|| - Figure 6.1 -
Network-Appropriate Teaching Methods
||
- Provide multiple examples
- Highlight critical features
- Provide multiple media and formats
- Support background context.
To support diverse strategic networks:- Provide flexible models of skilled performance
- Provide opportunities to practice
- Provide ongoing, relevant feedback
- Offer flexible opportunities for demonstrating skill.
To support diverse affective networks:Section 3: (Brianna)
We need to teach each child as an individual, which can be difficult when using various tools and technology. Each and every child learns differently and a teacher needs to be able to see the barriers that could prevent the children from learning from the regular curriculum. Teachers can put up barriers between children and learning by using the "one size fits all" technique. They need to be able to use graphics, music, and videos in their classrooms in an attempt to reach all children. Here is a link which describes ways to find barriers between children and learning:
http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm
Regular classrooms use tools like pen and paper tests, and textbooks instead of branching out to other types of instruction. The book gives these examples as alternative media to use in the classroom:
- Multimedia composition tools such as HyperStudio, Kid Pix, and PowerPoint.
- Web-capable electronic graphic organizers (see Figure 6.2) such as Inspiration and Kidspiration.
- Programs that support the translation of content from one medium to another (e.g., text-to-speech and text-to-image) such as CAST eReader, Pix Reader, Pix Writer, and Intellitalk II.
Below is a picture of an example of a web organizerA few other examples are:
- Songs, here is an example of a song to learn the Greek alphabet:
.- wiki sites
- class websites
- YouTube videos
Teachers need to incorperate many different types of media in the classroom. That way all students can learn in ways that make sense to them.For further explanation, a video on instructing students: http://old.cast.org/tesmm/example6_2/ex62.html
Section 4: (Alaina)
Four teaching methods for designing instruction to support recognition learning:
1. Provide multiple examples- Students can use their scaffolding techniques to determine patterns and structures. If you state what is part of a group and what is not, then students can come up with a rule based on seeing critical features that define something. This is part of the bottom-up thinking process which can be very effective for problem solving. Also, a variety of sources and technology can be used to provide multiple examples which is useful because each student learns in a different way. Including visual, auditory, or even tactile examples of a concept can facilitate learning.
2. Highlight critical features- Teachers should point out key differences and emphasize unique things about a concept. For example, similar formulas in math may have differences that seem minute. Educators should highlight the changes so it's easier for students to distinguish amongst them. In giving lectures, it is also helpful to point out critical features by changing pitch, tone, pauses, gesturing, or facial expression. These concepts can also be applied to written notes by changing font size, italicizing, or highlighting words.
3. Provide multiple media and formats- Technology and other sources should be used to the maximum extent possible. This means presenting information in an array of formats where all students will benefit. Applying Howard Gardner's theory of multiple intelligences is important because it proves that everyone learns in different manners. Representing information in a variety of ways, especially through the use of technology is one of the most widely researched topics in UDL and constitutes much of the curriculum.
4. Supports background knowledge- This is where the top-down recognition process is involved. Teachers help students build on their prior knowledge by relating new information to topics they already know about. Educators can also facilitate this process by jogging the memory of students using online activities and digital aids. For example, a teacher could post links and Power points on previous information just so students can use it as a reference.
Section 5: (Curtis)
Because students have different cognitive approaches to learning, it is important for educators to address each student’s way of learning. Tips for this include:
- Provide flexible models of skilled performance: Show student’s different ways of approaching the same problem using different Medias. With this a student can see the similarities and differences in the approaches allowing them to internalize the key points of a lesson.
- Provide opportunities to practice with supports: While teaching a complex idea (like writing a paper) focus on the building blocks of that Idea (like spelling, paragraph and sentence structure, and staying on topic)
- Provide Multiple Media and Formats: In order to help students learn effectively, make sure that they are consistently getting feedback, both positive and negative, show them what they’re doing right and on what they might need to improve on. Use things such as text-to-speech so the student can hear their own work. Instead of constant re-reading. Let them hear and see their work from other view points. Peer reviewing works well too.
- Offer Flexible opportunities for demonstrating a skill: Let students display the skills they’ve learned either through presentations, applications in the “real world”, peer review, and multi-media. Examples: A pianist has a recital, Major League Baseball has the home-run derby.
An example given is Ms. Chen’s classroom and how she manages her students:Section 6: (Leah)
Motivation is an important part of teaching. Teachers need to know their students. They need to know how each student learns because all students learn differently. Motivation allows children to get interested in school. Students can love to learn if we teach them in a way that motivates them. There are four different methods that can be used to accomplish this goal.
Teaching Method 1: Offer Choices of Content and Tools
Students like to have choices and digital media is a great way to offer a variety of choices to all students.
This is a site that allows students to tour the pyramids.
http://www.pbs.org/wgbh/nova/pyramid/
This is a site showing the physics behind different sports.
http://www.exploratorium.edu/sports/index.html
Software Programs
Write, Camera, Action allows users to become movie producers and students who have a hard time with textbooks can learn about science through simulations online.
http://www.worldvillage.com/wv/school/html/reviews/write.htm
Teaching Method 2: Provide adjustable levels of challenge
Students learn at different paces. There are students who may need extra help. There are students who need more of a challenge. Digital media can help teachers cater to the indiviual needs of the students.
This website offers different math problems and games with five different skill levels. Students can learn how to set realistic goals by practicing with different skill levels.
http://%20www.worldvillage.com/wv/school/html/reviews/mathadv.htm
Teaching Method 3: Offer a choice of awards
Providing external rewards and punishments is another way of motivating students to learn.
Examples:
stickers
money
increased or decreased priveleges like recess or field trips
According to Universal Design for Learning, there are two main problems with this teaching method.
1. Students have different ideas about what is or is not a reward. Fear of punishment may motivate some children but will not motivate all children.
2. According to research, external rewards may be inappropriate and ineffective over a long period of time.
Teaching Method 4: Offer Choices of Learning Context
Factors in the classroom or home, such as noise and activity, can affect students in different ways. Some students may work well with noise while others need a quiet area to do an assignment or study.
Another example would be a student who can create a story without any guidance and another student who needs help with a topic or an idea to create a story.
By offering different options, teachers can allow students to reach their highest potential.
Example:
The Great Math Adventure is a tool that allows students to choose different learning contexts. There is an optional interactive helper that allows students to either figure things out on their own or structure their learning experience externally.
Section 7: (Breanna Renfro) -
Glimpsing the Future: Curricula with Built-In Flexibility
Researchers at CAST have been designing a new type of curriculum design that, they believe, will be the future of teaching. This curriculum incorporates technology that will not only individualize lessons for every student, but also give students and teachers flexibility in learning.
Section 8:
The Value of UDL in Instructional Design
As Teachers we can provide the best support by individualizing pathways to learning.